Acquire new knowledge in your daily practice based on experiences and highly complex cases”

There are several types of social exclusion in the educational environment, and they can be produced by the students' economic level, their physical condition, appearance or some special nature that differentiates them from the rest. That is why the role of the educator plays a fundamental role in the classroom, not only to instruct students in the most correct way, but also to identify the influential factors that generate this type of discrimination. This is why, given this need, a series of practices focused on individual and collective capabilities must be used to generate a better educational environment. In view of this, TECH has created this program in order to broaden the current panorama and modernize the guidelines imposed by the sector years ago.

This leads to the design of the Postgraduate diploma, in which the professionals will find a conglomerate of updated knowledge based on the most recent cases of social exclusion. Therefore, aspects such as cooperative learning, group work and coeducation will be deepened. In addition, by using a methodology based on the simulation of real cases, the teachers will acquire new resources and pedagogical dynamics, which will lead them to implement procedures that contribute to the reduction of marginalization.

All these tools provided in the program will be presented in innovative audiovisual materials, as well as complementary readings and activities focused on day-to-day situations. Students will be able to access these resources in the virtual campus and, in the same way, they will be able to download their content in order to consult it as many times as they need. In this way, the academic demand with which the program has been developed is evidenced and an immersive experience is guaranteed.

The Relearning system applied by TECH in its programs reduces the teaching load and focuses on the most relevant aspects for the sector”

This Postgraduate diploma in Detection of Social Exclusion in the Educational Environment contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of case studies presented by experts in inclusive education for children and adolescents
• Graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

You will have at your disposal a program nurtured with the most recent updates in the educational sector, so you will learn new methods and pedagogical practices”

The program’s teaching staff includes professionals from the sector who contribute their work experience to this educational program, as well as renowned specialists from leading societies and prestigious universities.

Its multimedia content, developed with the latest educational technology, will provide the professionals with situated and contextual learning, i.e., a simulated environment that will provide an immersive education programmed to learn in real situations.

The design of this program focuses on Problem-Based Learning, by means of which the professionals must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the students will be assisted by an innovative interactive video system created by renowned experts.

The virtual campus will be at your disposal 24 hours a day, so you can consult the content of the program at the time that best suits you"

Download the syllabus to your daily device and have it at hand to study it in depth whenever you need it"

The syllabus of this program has been designed under high standards of educational quality and goes deep into the current requirements of the sector. Therefore, this program includes a series of fundamental aspects for the teaching professionals, which will be useful for the development of their praxis in the classroom. In this way, they will delve into the detection of exclusion and the most effective strategies for inclusion, facing inequality among students. After this, the teachers will adopt new knowledge, developed in depth through audiovisual resources and informative readings.

Acquires alternative techniques to conventional education and contributes to the growth of students coming from foster care”

Module 1. The Educational System as an Area of Social Exclusion

1.1. Exclusion in Education

1.1.1. Conception of Current Education

1.1.1.1. Traditional Education
1.1.1.2. Evolution and Problems; European Schools
1.1.1.3. Other Educational Models

1.1.2. Educational Exclusion

1.1.2.1. Concept of Educational Exclusion
1.1.2.2. Justifications for Exclusion

1.2. Inclusive Schools and Attention to Diversity

1.2.1. Current School Model (Successful Educational Actions in Compulsory Centers, Special Education Centers, Singular Educational Performance Centers)

1.2.1.1. Educational Inclusion
1.2.1.2. Attention to Diversity

1.2.2. Organization of the Educational Response

1.2.2.1. At the Educational System level
1.2.2.2. At Center Level
1.2.2.3. At Classroom Level
1.2.2.4. At Student Level

1.3. Students with SEN

1.3.1. Evolution of EE in the Last Decades

1.3.1.1. The Institutionalization of Special Education (Medical Model)
1.3.1.2. Clinical Model
1.3.1.3. Standardization of Services
1.3.1.4. Pedagogical Model
1.3.1.5. Particular Features that Have Characterized the Evolution of Special Education

1.3.2. Definition of Children with SEN

1.3.2.1. At the Educational Level
1.3.2.2. At Social Level

1.3.3. Students with SEN in the Educational Environment

1.3.3.1. Specific Learning Difficulties
1.3.3.2. ADHD
1.3.3.3. High Intellectual Potential
1.3.3.4. Late Incorporation into the Educational System
1.3.3.5. Personal or School History Conditions
1.3.3.6. Students with SEN

1.3.4. Organization of the Educational Response for this Student Body
1.3.5. Main SEN by Areas of Development of the Students with Special Education Needs

1.4. Students with High Abilities

1.4.1. Models Definition
1.4.2. Precocity, Talent, Giftedness
1.4.3. Identification and SEN
1.4.4. Educational Response

1.4.4 1. Acceleration
1.4.4 2. Grouping
1.4.4 3. Enrichment Programs
1.4.4 4. Ordinary Measures Center
1.4.4 5. Ordinary Measures Classroom
1.4.4 6. Extraordinary Measures

1.5. Inclusion and Multiculturalism

1.5.1. Conceptualization
1.5.2. Strategies to Respond to Multiculturality

1.5.2.1. Classroom Strategies
1.5.2.2. Internal and External Classroom Support
1.5.2.3. Adequacy to the Curriculum
1.5.2.4. Organizational Aspects
1.5.2.5. Center-Environment Cooperation
1.5.2.6. Collaboration from the Institution

1.6. Cooperative Learning

1.6.1. Theoretical Basis/Approaches

1.6.1.1. Socio-Cognitive Conflict
1.6.1.2. Conceptual Controversies
1.6.1.3. Help Between Schoolchildren
1.6.1.4. Interaction and Cognitive Processes

1.6.2. Cooperative Learning

1.6.2.1. Concept
1.6.2.2. Features
1.6.2.3. Components
1.6.2.4. Advantages

1.6.3. Training of the Teaching Staff
1.6.4. Cooperative Learning Techniques

1.6.4.1. Jigsaw Technique
1.6.4.2. Team Learning
1.6.4.3. Learning Together
1.6.4.4. Group Research
1.6.4.5. Co-op co-op
1.6.4.6. Guided or Structured Cooperation

1.7. Coeducation

1.7.1. What is Meant by Coeducation

1.7.1.1. Homophobia
1.7.1.2. Transphobia
1.7.1.3. Gender-Based Violence
1.7.1.4. How to Work on Equality in the Classroom (Prevention in the Classroom)

1.8. The Social Climate in the Classroom

1.8.1. Definition
1.8.2. Influencing Factors

1.8.2.1. Social Factors
1.8.2.2. Economic factors
1.8.2.3. Demographic Factors

1.8.3. Key Agents

1.8.3.1. The Role of the Teacher
1.8.3.2. The Role of the Student
1.8.3.3. The Importance of Families

1.8.4. Assessment
1.8.5. Intervention Programs

Module 2. The child protection system

2.1. Legislative and Conceptual Framework

2.1.1. International Regulations

2.1.1.1. Declaration of Rights of the Child
2.1.1.2. Principles of the United Nations General Assembly
2.1.1.3. United Nations Convention on the Rights of the Child
2.1.1.4. Other Regulations

2.1.2. Legislative Developments in Spain

2.1.2.1. The Spanish Constitution BORRAR
2.1.2.2. Organic Law 1/96 on the Legal Protection of Minors
2.1.2.3. The Civil Code and Law 21/87 from Which it is Modified
2.1.2.4. Organic Law 8/2015, on the Modification of the Child and Adolescent Protection System
2.1.2.5. Law 26/2015 on the Modification of the Child and Adolescent Protection System

2.1.3. Basic Principles of Protective Intervention
2.1.4. Basic Concepts of the Child Protection System

2.1.4.1. Concept of Protection
2.1.4.2. Concept of Vulnerability
2.1.4.3. Risk Situations
2.1.4.4. Helpless Situation
2.1.4.5. Safeguarding
2.1.4.6. Guardianship
2.1.4.7. The Best Interest of the Child

2.2. Foster Care for Minors

2.2.1. Theoretical and Conceptual Framework

2.2.1.1. Historical Evolution
2.2.1.2. Theories of Intervention with Families

2.2.2. Types of Family Foster Care

2.2.2.1. Kinship Foster Care
2.2.2.2. Family Placement Foster Care

2.2.3. Stages of Family Foster Care

2.2.3.1. Purpose of the Family Foster Care
2.2.3.2. Principles of Action
2.2.3.3. Stages of the Intervention

2.2.4. Foster Care from the Child's Perspective

2.2.4.1. Preparation for Foster Care
2.2.4.2. Fears and Resistance
2.2.4.3. Family Foster Care and Family of Origin

2.3. Residential Foster Care for Minors

2.3.1. Definition and Typology of Juvenile Centers

2.3.1.1. Reception Centers
2.3.1.2. Reception Centers II
2.3.1.3. Functional Homes
2.3.1.4. Emancipation Centers
2.3.1.5. Day Centers for Labor Market Insertion
2.3.1.6. Day Care Centers for Convivial and Educational Support
2.3.1.7. Reform Centers

2.3.2. Residential care: principles and criteria

2.3.2.1. Protective Factors
2.3.2.2. Resident Children Needs

2.3.3. Main Areas of Intervention from the Centers

2.3.3.1. Stages of the Intervention
2.3.3.2. Children Rights and Responsibilities
2.3.3.3. Group Intervention
2.3.3.4. Individual Intervention

2.3.4. Children Profiles

2.3.4.1. Behavioral and Mental Health Problems
2.3.4.2. Filio-Parental Violence
2.3.4.3. Juvenile Offenders
2.3.4.4. Unaccompanied Foreign Minors
2.3.4.5. Accompanied Foreign Minors
2.3.4.6. Preparation for Independent Living

2.4. Adopting Children

Module 3. Educational Environment for Students under Guardianship

3.1. Characteristics of the Supervised Student

3.1.1. Characteristics of Children under Guardianship
3.1.2. How the Profile of Foster Children Affects the School Environment
3.1.3. The Approach from the Educational System

3.2. Students in Foster Care and Adoption

3.2.1. The Process of Adaptation and Integration to the School
3.2.2. Student Needs

3.2.2.1. Adopted Children Needs
3.2.2.2. Foster Care Children Needs

3.2.3. Collaboration Between School and Families

3.2.3.1. School and Adoptive Families
3.2.3.2. School and Foster Families

3.2.4. Coordination Between the Social Agents Involved

3.2.4.1. The School and the Protection System (Administrations, Monitoring Entities)
3.2.4.2. The School and the Health System
3.2.4.3. School and Community Services

3.3. Foster Care Center Students

3.3.1. The Integration and Adaptation in School
3.3.2. Residential Foster Care Children Needs
3.3.3. Collaboration Between School and Protection Centers

3.3.3.1. Collaboration Between Administrations
3.3.3.2. Collaboration Between the Teaching Team and the Center's Educational Team

3.4. Life History Work

3.4.1. What Do We Mean by Life History?

3.4.1.1. Areas to be Covered in the Life History

3.4.2. Support in Life History Work

3.4.2.1. Technical Support
3.4.2.2. Family Support

3.5. Educational Itineraries

3.5.1. Compulsory Education

3.5.1.1. The Legislative treatment of Students in Guardianship or at Risk of Exclusion

3.5.2. Secondary Education

3.5.2.1. Intermediate Level Training Cycles
3.5.2.2. Baccalaureate

3.5.3. Higher Education

3.6. Alternatives After Reaching Legal Age

3.6.1. Socio-Labor Insertion

3.6.1.1. The Concept of Socio-Labor Insertion
3.6.1.2. Orientation
3.6.1.3. Professional Training and Education

3.6.2. Other Alternatives

Identifies the main factors that influence the social environment within the classroom”